How Can Teachers Teach Listening?

Size: px
Start display at page:

Download "How Can Teachers Teach Listening?"

Transcription

1 3 How Can Teachers Teach Listening? The research findings discussed in the previous chapter have several important implications for teachers. Although many aspects of the traditional listening classroom remain the same as in the past, the current view of listening as a many-sided interactive process necessitates a more comprehensive approach to teaching listening to help learners meet the challenge of real-life listening. Although listening is an individual activity hidden in one s brain, the teaching and learning of how to listen could be taken out of students private domain into the public space of the classroom. The focus of instruction changes from whether comprehension is achieved to how it is achieved. How was foreign language listening taught in your experience? The Diagnostic Approach Typically, teachers do some prelistening and then have students listen to the text and perform a variety of tasks. Teachers evaluate students comprehension based on the correctness of their responses and proceed to the next activity. Implicit here is the focus on the result, the product of listening in the form of correct answers. This approach tests students listening comprehension, informing them that they failed at certain points, but does little to teach how to listen, that is, to help 11

2 them understand what went wrong with their listening and how it could be repaired. Field (2008) calls for a diagnostic approach to listening, which allows teachers and students to attend to listening difficulties and practice strategies to diminish them. Characteristics of the approach are described in the following sections. Using Incorrect Answers to Detect Weaknesses, and Designing Activities to Help How often do teachers rush to supply a correct answer when a student fails to respond to a listening task? Teachers may play a recording several times and ask for other students input to make things right, missing an opportunity to determine the reason for the listening error. To revise this approach, a teacher could identify problems by making a note of students lapses in comprehension as she checks their answers. She would then discuss with students how they arrived at a certain answer, what prevented them from understanding parts of the text, and what could be done to improve their listening facilities. Finally, she would follow up with activities that target specific listening problems that emerged during the discussion. The aim is to increase students awareness of their listening processes and reinforce effective listening behaviors they can use when they face these problems again. How can teachers best determine whether their students understand the listening material they give them? Avoiding Listening Tasks That Require Memorization Understanding a message does not mean remembering every single detail, so students inability to recall information does not always signal a lack of comprehension. Yet some exercises namely, multiple-choice and very specific questions test listeners memory skills rather than focusing on the listening process. Instructors should try to include various types of comprehension questions that discuss the content of the text as well as invite students to examine their listening performance. 12 Teaching Listening

3 Helping Students Develop a Wider Range of Listening Strategies Ineffective listeners rely on a single strategy (e.g., focusing on individual sentences, missing the relationship between ideas) without changing or adapting it. To cope with difficult texts more effectively, students should be exposed to a variety of strategies. Explaining, modeling, and regularly practicing with students how to set goals, plan tasks, selfmonitor, and evaluate helps them control their listening. Anticipating content, inferring, guessing, and recognizing redundancies improves specific listening problems. Encouraging interaction with classmates and native speakers through listening expands communicative contexts and enhances self-confidence. Effective strategy use does not happen by itself. Although the very idea of strategies may seem to be too abstract to students, teachers can help them appreciate the importance of strategies by including activities with a focus on their listening process. For example, students could discuss (in small groups or with the class) what they did to prepare for listening, follow the text, identify key points, and so forth. Or the class could share personal experiences with various listening tasks and develop a master list of effective strategies for different types of texts, adding to it as their strategic competence grows. To introduce a strategy, the teacher needs to get students to realize that there is a problem and a way of dealing with it. She could model the strategy by explaining what she does and why it is helpful in this particular case, and provide multiple opportunities to practice in different listening situations. Depending on the task, she also could remind students to be flexible in their choice of strategies and to employ strategic listening outside of the class. Make a list of listening strategies you are familiar with. Are there any strategies that seem more important than others? Why? How Can Teachers Teach Listening? 13

4 Differentiating Between Listening Skills By identifying a set of distinctive behaviors that work together toward comprehension, teachers allow learners yet another glimpse into the listening process. Listeners may be used to employing microskills in their native language, but specific activities need to be designed to help them transfer those skills into a new language. Although each skill could be practiced separately, the key to skills instruction is not to treat them as a laundry list of discrete practice points that students get or do not get. Rather, skill training should become a part of a larger listening proficiency picture, inviting students to try new behaviors in a variety of contexts and tasks. What is the difference between strategies and skills? How can this awareness help in listening instruction? Providing Top-Down and Bottom-Up Listening Practice The fact that listening is a complex multistep procedure that involves different types of processing implies that both top-down and bottom-up skills should be practiced in the classroom. Although many teachers tend to favor such top-down activities as comprehension questions, predicting, and listing, listening practice should incorporate bottom-up exercises for pronunciation, grammar, and vocabulary that allow learners to pay close attention to language as well. Bottom-up processing helps students recognize lexical and pronunciation features to understand the text. Because of their direct focus on language forms at the word and sentence levels, bottom-up exercises are particularly beneficial for lower level students who need to expand their language repertoire. As they become more aware of linguistic features of the input, the speed and accuracy of perceiving and processing aural input will increase. To develop bottom-up processing, students could be asked to distinguish individual sounds, word boundaries, and stressed syllables identify thought groups 14 Teaching Listening

5 listen for intonation patterns in utterances identify grammatical forms and functions recognize contractions and connected speech recognize linking words Top-down processing relies on prior knowledge and experience to build the meaning of a listening text using the information provided by sounds and words. To arrive at a meaning of a text, the listener draws on her knowledge of the context, topic, speakers, situation, and the world, matching it to the aural input. Top-down listening skills include listening for gist, main ideas, topic, and setting of the text listening for specific information sequencing the information prediction guessing inferencing Look at the list of bottom-up and top-down skills and think of specific assignments that target those skills. For example, to develop a skill of identifying thought groups, students can mark them in a transcript while listening. Skilled listeners simultaneously engage in top-down and bottom-up processing, using both types of skills to construct meaning. Although pedagogically people often practice them separately because of their distinctly different focus, they can be addressed within the context of a single listening text. For example, students are going to *listen to a 2-minute-long conversation about getting around the city. Before they begin, they are asked to *listen to sentences giving and asking for directions from the conversation and repeat them, paying attention to the intonation, meaning, and grammatical structure of each phrase. They do *a fill-in-the-blank exercise, choosing an appropriate form of the verb. How Can Teachers Teach Listening? 15

6 They *listen to a short monologue and trace the speaker s route on the map. They practice *asking and answering questions about different locations on the map. They have *a class discussion about getting to campus by using different kinds of transportation. Next, students listen to the conversation several times. They start by *listening to the first 15 seconds of the recording to make predictions about the topic and the setting of the conversation; they will *check their predictions after listening. Other while-listening tasks include *summarizing the conversation, *answering comprehension questions, *ordering the possible routes mentioned by the speakers, *listening for the bus numbers, and *a cloze exercise. After listening, students *discuss their predictions, *practice saying numbers, *act out situations asking for and giving directions, and *write a story based on a picture which clearly involves finding one s way in the city. Categorize each of the starred activities above as either topdown or bottom-up. What is the objective of each? The Role of Students The process view of listening has changed the role of the listener from someone who was thought to passively receive the spoken message to an active participant in the act. Translated into the realities of classroom teaching it means that students take responsibility for their own learning how to listen. Instead of ingesting language and content, responding to comprehension questions when asked, and receiving instruction, they interact with the text and the task at many levels. They construct meaning by drawing on their schemata and switching between bottom-up and top-down processing. They employ a variety of strategies and skills, and discuss their effectiveness with their classmates. They rely on metacognitive abilities to overcome difficulties and seek additional opportunities to listen outside of class. By actively attending to their listening needs, learners improve performance in listening and learning the second language. 16 Teaching Listening

7 Vandergrift and Goh (2012) maintain that learners need to control their listening. What does such control involve? Why is it important? What activities would help students develop control over their listening process? Another very important aspect of active listening is its social dimension. A typical listening textbook as well as most teacher-made material contains only recorded speech. Thus students cannot rely on facial expressions and body language to gain valuable cues to meaning, and they are missing the opportunity to communicate with the speaker as well. To approximate real-life listening experiences, students can be grouped or paired up to practice showing understanding or incomprehension, asking questions, agreeing or disagreeing with the speaker, and interrupting when appropriate. As you read the following partial script of a lesson for low intermediate students, think about the focus of listening instruction in this class. What is its main goal? What roles do the teacher and students play in this class? Consider the pros and cons of this approach. What would you do differently and why? Teacher: We are going to watch a video about a Thanksgiving holiday celebration in the United States. What do you think people will be talking about at such a party? (Students answer.) Have you ever been to a U.S. Thanksgiving meal? (Students answer.) What is it like? (Students answer.) How about your country? Do you have something like that? A day of giving thanks? Is it different than in the United States? (Students answer.) Teacher: OK, very good. Now, here are some words that we ve learned. (Points students to a vocabulary box on a worksheet) You have to group them according to three categories. (Gives students time to finish) What do you have under beverages? (Students answer.) How How Can Teachers Teach Listening? 17

8 about food? (Students answer.) What did you put into greetings? (Students answer.) What other U.S. traditions do you know of? (Students answer.) What could you add to each category? (Students answer.) Teacher: Let s watch the video now. As you listen to the conversation, try to find answers to the questions on your handout. Let s read the questions together to make sure we understand them. (Students read and discuss questions.) OK, let s watch it. After watching: Teacher: What did you choose for the first question? Does everybody agree? What do you have, Fahd? What else do you have here? Oh... I think he said, delicious. Let s listen to this piece again. (Students again watch the segment they did not understand.) Did you hear that? (Students nod.) OK, question number two. (Students answer.) Right. How about number three? (Students answer.) Nobody got that? Let me go back there. (Plays the segment again) Did you get it? (Students shake their heads.) She says, the last harvest. OK. Number four. Why was he late? Tagrid, what s your answer? (Student answers.) Romina, what do you have? (Student answers.) Good job, everyone! We are going to watch it again. This time we ll focus on expressions they use at the table. Look at exercise number two on your handout. As you listen, circle the expressions they use. Did you find the exercise? (Students nod.) Any questions? (Students say no.) Are you ready? After second viewing: Teacher: So, what can you say to invite everybody to have a seat at the table? (Students answer.) What else can you say? (Students answer.) Pei-Chan? (Student answers.) Good! What does Shelly say to get the gravy? (Students answer.) How about drinks? How do you ask for a drink? (Students answer.) And if you don t want it? (Students answer.) All right. What did the hostess say to offer food? (Students answer.) Yes. And how did the guests thank her? (Students answer.) Very good! You got it! Teacher: Now that you ve learned the phrases, let s role-play. Imagine that there is a Thanksgiving dinner, and you are invited. Two students will be the hosts, the others will be the guests. Try to use the expressions we ve learned. I ll put them on the board. (Students work in groups.) 18 Teaching Listening

9 The Role of the Teacher What characteristics make a good teacher of second language listening skills? When teachers teach, they seem to take charge of everything. They select input, design and sequence activities, determine tasks, and decide what constitutes a correct response. When several students give the desired answer, the teacher acknowledges their effort and moves on, never pausing to think if everyone in the class understood the text, and if not, what caused their confusion. When students make a mistake, teachers deem it their professional duty to immediately correct it. By doing that, teachers hope they are keeping the lesson going and also helping learners avoid the same mistake in the future. This approach puts the teacher in control of classroom activity and allows students to check the accuracy of their responses, but does it change students listening behavior? In a process-oriented classroom, the teacher assumes a more supportive role, facilitating rather than controlling and testing listening. She continues to manage the classroom business of planning, implementing, and assessing listening while taking a noninterventional stance in listening instruction (Field, 2008). Instead of presenting students with the correct answer, she guides them in comparing responses and reflecting on different steps they took to achieve comprehension. She encourages students to become aware of their listening, monitors their efforts, and provides feedback on their performance. It is essential that students receive feedback immediately after the task, while they still remember the activity. At the same time, teachers do not want to embarrass weaker listeners in front of their classmates, so the discussion of common errors and ways to avoid them should be impersonal and nonjudgmental (There were some problems with... instead of You made a mistake in... ). Personal feedback can be spoken or written; a quick in-class conference right after the activity may be followed by an message with observations and suggestions after How Can Teachers Teach Listening? 19

10 class. Individual comments should be transparent, targeting specific strengths and weaknesses and providing tips for improvement. A good strategy is to start with a general positive statement (You did a great job understanding all the reasons the speaker stated), mention areas for improvement (I didn t see you taking notes while listening. Did you pay attention?), and finish with encouragement (You managed to understand a lot from the text) to sustain confidence and create a positive listening environment where students are not afraid to try new strategies, make guesses, and discuss. To relieve anxiety associated with listening in a foreign language, I also tell my students about my own auditory problems (such as replaying phone messages eight times to get the phone number) and find ways to praise even their smallest successes to give them a sense of accomplishment. What are your thoughts on the use of peer feedback in teaching second language listening in terms of its value, appropriateness, practicality, and guidance for students? Imagine that a friend is learning a new language and finds understanding oral speech particularly difficult. What suggestions could you give her to help her succeed? 20 Teaching Listening

Teaching Listening. By Flora Teng St. John s University

Teaching Listening. By Flora Teng St. John s University Teaching Listening By Flora Teng St. John s University 1 Outlines 1. Introduction 2. Goals and Techniques for Teaching Listening 3. Strategies for Developing Listening Skills 4. Developing Listening Activities

More information

COMPUTER TECHNOLOGY IN TEACHING READING

COMPUTER TECHNOLOGY IN TEACHING READING Лю Пэн COMPUTER TECHNOLOGY IN TEACHING READING Effective Elementary Reading Program Effective approach must contain the following five components: 1. Phonemic awareness instruction to help children learn

More information

Let s Learn English Lesson Plan

Let s Learn English Lesson Plan Let s Learn English Lesson Plan Introduction: These lessons are based on the CALLA approach. See the end of the lessons for more information and resources on teaching with the CALLA approach. CALLA has

More information

ESOL Teaching Skills TaskBook Listening 1: Listening sub-skills and a typical lesson: Unit 3 a)

ESOL Teaching Skills TaskBook Listening 1: Listening sub-skills and a typical lesson: Unit 3 a) Emily is explaining a problematic lesson to a colleague. Emily: Well, I was doing this listening lesson and I didn t want the lesson to be too hard for students. So I told them just to listen and try and

More information

How to teach listening 2012

How to teach listening 2012 How to teach listening skills "Great speakers are not born, they re trained." - Dale Carnegie (1921) Intended Learning Outcomes (ILOs) To enhance deeper understanding of the process of listening as a communicative

More information

Course Objectives for Arabic 101

Course Objectives for Arabic 101 Course Materials: Course Objectives for Arabic 101 Prepared by Dr. Kristen Brustad University of Texas, Austin 1) Alif Baa, an Introduction to Arabic Letters and Sounds by Brustad, Al-Batal & Al-Tonsi.

More information

The skills-based curriculum for language learning

The skills-based curriculum for language learning 4 The National Strategies Primary The skills-based curriculum for language learning Summary: This section highlights the skills developed and consolidated in the process of learning a new language in speaking,

More information

Independent Listening Task 2: Learning a Foreign Language

Independent Listening Task 2: Learning a Foreign Language At a glance Level: ISE I Independent Listening Task 2: Learning a Foreign Language Focus: Independent listening task 2 Aims: To understand and talk about reasons for learning a foreign language, opinions

More information

English Grammatical Problems of Chinese Undergraduate Students

English Grammatical Problems of Chinese Undergraduate Students English Language Teaching www.ccsenet.org/elt English Grammatical Problems of Chinese Undergraduate Students Juan Bao & Jing Sun Foreign Language Department, Liaoning Technical University 47 Zhong Hua

More information

Speaking for IELTS. About Speaking for IELTS. Vocabulary. Grammar. Pronunciation. Exam technique. English for Exams.

Speaking for IELTS. About Speaking for IELTS. Vocabulary. Grammar. Pronunciation. Exam technique. English for Exams. About Collins series has been designed to be easy to use, whether by learners studying at home on their own or in a classroom with a teacher: Instructions are easy to follow Exercises are carefully arranged

More information

Information for teachers about online TOEIC Listening and Reading practice tests from

Information for teachers about online TOEIC Listening and Reading practice tests from oxford english testing.com Information for teachers about online TOEIC Listening and Reading practice tests from www.oxford english testing.com oxford english testing.com What do the online TOEIC Listening

More information

A GUIDE TO UNDERSTANDING TOEFL IBT SCORES

A GUIDE TO UNDERSTANDING TOEFL IBT SCORES A GUIDE TO UNDERSTANDING TOEFL IBT SCORES READING SKILLS HIGH (22 30) INTERMEDIATE (15 21) LOW (0 14) Test takers who receive a score at the HIGH level typically understand academic texts in English that

More information

STEP 5: Giving Feedback

STEP 5: Giving Feedback STEP 5: Giving Feedback Introduction You are now aware of the responsibilities of workplace mentoring, the six step approach to teaching skills, the importance of identifying the point of the lesson, and

More information

English in my home Someone at the door Unit 1d The neighbour

English in my home Someone at the door Unit 1d The neighbour English in my home Someone at the door Unit 1d The neighbour 1 Contents Unit 1d The neighbour teacher s notes The neighbour learner resources The neighbour video transcript The neighbour additional resources

More information

How to Study a Foreign Language

How to Study a Foreign Language How to Study a Foreign Language "Two subjects seem to divide students into two groups: those who can and those who can't. These subjects are mathematics and foreign language." --Deese & Deese The study

More information

Squirrel Hayes First School. MFL Policy

Squirrel Hayes First School. MFL Policy Squirrel Hayes First School Policy Reviewed on Feb 2016 Policy Owner Signature Mrs A. Stockton Policy adopted by the Governing Body on Chair of Govs/Committee Signature Policy Reviewed Date March 2016

More information

Transportation: Week 2 of 2

Transportation: Week 2 of 2 The Minnesota Literacy Council created this curriculum with funding from the MN Department of Education. We invite you to adapt it for your own classrooms. Beginning Level (CASAS reading scores of 181-200)

More information

ESOL Teaching Skills TaskBook Listening 1: Listening sub-skills and a typical lesson: Unit 3 a)

ESOL Teaching Skills TaskBook Listening 1: Listening sub-skills and a typical lesson: Unit 3 a) What are the different listening sub-skills and how do we practise them in the classroom? This lesson will help you understand what different listening subskills students need to practise. It will also

More information

ENGLISH FILE Elementary

ENGLISH FILE Elementary Karen Ludlow New ENGLISH FILE Elementary and the Common European Framework of Reference 2 INTRODUCTION What is this booklet for? The aim of this booklet is to give a clear and simple introduction to the

More information

BOOK REVIEW. A Review of English for Primary Teachers Yen T. Vo

BOOK REVIEW. A Review of English for Primary Teachers Yen T. Vo BOOK REVIEW A Review of English for Primary Teachers Yen T. Vo Authors: Mary Slattery and Jane Willis Oxford University Press (2001) Pp. +148 pages Multimedia: CD ISBN 13: 978 0 19 4375627 Teaching English

More information

Modern foreign languages

Modern foreign languages Modern foreign languages Programme of study for key stage 3 and attainment targets (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007

More information

Learning Styles. Write down things like quotes, lists, dates, etc. because you remember them better that way.

Learning Styles. Write down things like quotes, lists, dates, etc. because you remember them better that way. Learning Styles Once you are aware of your learning style Visual, Auditory or Kinesthetic and Tactile, you can find out how you ll learn best. Find your learning style below and discover some learning

More information

Instructional & Motivational Strategy Plan

Instructional & Motivational Strategy Plan Instructional & Motivational Strategy Plan Anthony Saba Dr. Lisa Dawley Edtech 512: Online Course Design 10/18/2009 2 Table of Contents Instructional Strategy Plan... 3 Orientation to Learning... 3 Instructional

More information

English Nexus ESOL Offender Learning

English Nexus ESOL Offender Learning Lesson plan Using film to teach English: teacher notes Topic: Making the most of film in the classroom Level: Entry 1-3 / National 2 4 / CEFR A1 - B1 Time: 90 minutes plus extension material Aims To understand

More information

Hooray for Holidays! is a course designed for adults who don t have a prior knowledge of the English language, but who are interested in acquiring

Hooray for Holidays! is a course designed for adults who don t have a prior knowledge of the English language, but who are interested in acquiring Hooray for Holidays Hooray for Holidays!! Leitfaden Hooray for Holidays! is a course designed for adults who don t have a prior knowledge of the English language, but who are interested in acquiring language

More information

Strategies for Developing Listening Skills

Strategies for Developing Listening Skills Strategies for Developing Listening Skills Dr. Neena Sharma Asst. Professor of English (AS & H) Raj Kumar Goel Institute of Technology Ghaziabad (UP), India Email - neena15sharma@gmail.com dr_neenasharma@rediffmail.com

More information

TELL ME MORE Step by Step ACTIVITY GUIDE

TELL ME MORE Step by Step ACTIVITY GUIDE TELL ME MORE Step by Step ACTIVITY GUIDE The following are the main components for each activity in this guide: ACTIVITY TITLE Activity's title as it appears in TELL ME MORE. Activity type and explanation

More information

To download the script for the listening go to: http://www.teachingenglish.org.uk/sites/teacheng/files/learning-stylesaudioscript.

To download the script for the listening go to: http://www.teachingenglish.org.uk/sites/teacheng/files/learning-stylesaudioscript. Learning styles Topic: Idioms Aims: - To apply listening skills to an audio extract of non-native speakers - To raise awareness of personal learning styles - To provide concrete learning aids to enable

More information

How to become a successful language learner

How to become a successful language learner How to become a successful language learner By Alison Fenner English and German Co-ordinator, Institution Wide Language Programme Introduction Your success in learning a language depends on you! You may

More information

Afterword. Reflecting on Interaction and English Grammar. Now that you have finished this look at how interaction affects English grammar,

Afterword. Reflecting on Interaction and English Grammar. Now that you have finished this look at how interaction affects English grammar, 330 Afterword Reflecting on Interaction and English Grammar Now that you have finished this look at how interaction affects English grammar, what are the new insights that you have about how English works?

More information

Form: Filled in table. Method: Peer assessment. Tool: Checklist. Form: Completed table. Method: Peer assessment. Tool: Checklist

Form: Filled in table. Method: Peer assessment. Tool: Checklist. Form: Completed table. Method: Peer assessment. Tool: Checklist Lesson Plan English First Additional Language Grade 5 Content in context: Text from other Learning Area - Whether Los and ASs Learning Activities Details of Assessment Barriers to Learning LO 1 Listening

More information

Talking and Listening

Talking and Listening Assessing the Cross-Curricular Skills Expansion of the Levels of Progression in across the Curriculum: Primary (Levels 1 5) (Non-statutory guidance) Web Version 1 Primary (Levels 1 5) Purpose of this Document

More information

Someone at the door Electricity meter reading Teacher s pack. English in my home Someone at the door. Unit 1a Electricity meter reading

Someone at the door Electricity meter reading Teacher s pack. English in my home Someone at the door. Unit 1a Electricity meter reading English in my home Someone at the door Unit 1a Electricity meter reading 1 Contents Unit 1a Electricity meter reading teacher s notes Electricity meter reading learner resources Electricity meter reading

More information

Let's Learn English Lesson Plan

Let's Learn English Lesson Plan Let's Learn English Lesson Plan Introduction: Let's Learn English lesson plans are based on the CALLA approach. See the end of each lesson for more information and resources on teaching with the CALLA

More information

ELPS-TELPAS. Proficiency Level Descriptors

ELPS-TELPAS. Proficiency Level Descriptors ELPS-TELPAS Proficiency Level Descriptors Permission to copy the ELPS-TELPAS Proficiency Level Descriptors is hereby extended to Texas school officials and their agents for their exclusive use in determining

More information

American. English File. Starter. and the Common European Framework of Reference. Karen Ludlow

American. English File. Starter. and the Common European Framework of Reference. Karen Ludlow American English File and the Common European Framework of Reference Karen Ludlow Starter 2 Int r o d u c t i o n What is this booklet for? The aim of this booklet is to give a clear and simple introduction

More information

A Guide to Cambridge English: Preliminary

A Guide to Cambridge English: Preliminary Cambridge English: Preliminary, also known as the Preliminary English Test (PET), is part of a comprehensive range of exams developed by Cambridge English Language Assessment. Cambridge English exams have

More information

HOW TO ACE THE INTERVIEW

HOW TO ACE THE INTERVIEW HOW TO ACE THE INTERVIEW Interviews help employers learn more about candidates academic background, skills and work experience. The interview process is a two-way street in which the employer and candidate

More information

Test at a Glance. About this test

Test at a Glance. About this test English to Speakers of Other Languages (0360) Test at a Glance Test Name English to Speakers of Other Languages Test Code 0360 Time 2 hours, with a 30-minute listening section Number of Questions 120,

More information

IC2 Class: Conference Calls / Video Conference Calls - 2016

IC2 Class: Conference Calls / Video Conference Calls - 2016 IC2 Class: Conference Calls / Video Conference Calls - 2016 Technology today is wonderful. That doesn t mean, however, that conferencing calling in a foreign language is easy. In fact, the experience can

More information

ELL Stage II: Grades 1 2

ELL Stage II: Grades 1 2 PROFICIENCY LEVEL DESCRIPTORS Pre-Emergent A student at this level has no ability or a very limited ability to communicate in English. Emergent A student at this level will formulate simple phrases and

More information

How do the principles of adult learning apply to English language learners?

How do the principles of adult learning apply to English language learners? Beginning to Work with Adult English Language Learners: Some Considerations MaryAnn Cunningham Florez and Miriam Burt National Center for ESL Literacy Education (NCLE) October 2001 This article discusses

More information

Testing Factsheets With Consumers

Testing Factsheets With Consumers Purpose Format Audience Resources This tool provides information on how to test the factsheets developed for Burn, Spinal Cord Injury (SCI), and Traumatic Brain Injury (TBI) survivors and their family

More information

one having the opportunity to tailor a course precisely to the learner's needs being able to relate lessons to their interests, work and experience.

one having the opportunity to tailor a course precisely to the learner's needs being able to relate lessons to their interests, work and experience. Trinity Certificate in TESOL Trinity TESOL Study Resource no 5: Focus on the individual learner August 2009 Almost all those working in ELT (English Language Teaching) will at some time in their careers

More information

Content Video Teach Lesson Plan Active/Passive Voice & Verbals

Content Video Teach Lesson Plan Active/Passive Voice & Verbals Content Video Teach Lesson Plan Active/Passive Voice & Verbals Title/Concept or Skill: Active/Passive Voice Grade Level: 9th Subject Area: American Literature TEKS (17) Oral and Written Conventions/Conventions.

More information

Comprehension, Engagement and Fluency Learning Module. When you see this icon, stop to discuss with the colleagues at your table

Comprehension, Engagement and Fluency Learning Module. When you see this icon, stop to discuss with the colleagues at your table + Comprehension, Engagement and Fluency Learning Module When you see this icon, stop to discuss with the colleagues at your table + At this module, you will be reminded of the importance of building comprehension

More information

Teacher s Guide. Learning Situation Save Your Centre s News Channel. ENG 3101-1 English and Interviews

Teacher s Guide. Learning Situation Save Your Centre s News Channel. ENG 3101-1 English and Interviews Teacher s Guide Learning Situation Save Your Centre s News Channel ENG 3101-1 English and Interviews Teacher s Guidelines for the Save Your Centre s News Channel Learning Situation English 3101-1: English

More information

Oral Presentations This module covers concepts such as:

Oral Presentations This module covers concepts such as: Oral Presentations This module covers concepts such as: Characteristics of a successful oral presentation Strategies for effective planning, preparation and practice of oral presentations Common assessment

More information

Information for candidates

Information for candidates Achieve your ambitions in international business Information for candidates Business English Certificates (BEC) www.cambridgeenglish.org/bec-vantage How to use this guide You can print this document if

More information

Second Step Program. Scope and Sequence: Early Learning. Objectives Children Will Be Able To UNIT 1: SKILLS FOR LEARNING UNIT 2: EMPATHY

Second Step Program. Scope and Sequence: Early Learning. Objectives Children Will Be Able To UNIT 1: SKILLS FOR LEARNING UNIT 2: EMPATHY Scope and Sequence: Early Learning WEEK 1 Welcoming Weekly Concepts UNIT 1: SKILLS FOR LEARNING There are many ways to welcome someone new to class. Welcoming someone is a way to show you care. Welcoming

More information

Short Vowels Lesson 1

Short Vowels Lesson 1 Lesson Plans Lesson 1 11 Short Vowels Lesson 1 OBJECTIVES Students will say the short vowel sounds that correspond to specific vowels. Students will identify the vowels associated with specific short vowel

More information

ELPS TELPAS. Proficiency Level Descriptors

ELPS TELPAS. Proficiency Level Descriptors ELPS TELPAS Proficiency Level Descriptors Permission to copy the ELPS TELPAS Proficiency Level Descriptors is hereby extended to Texas school officials and their agents for their exclusive use in determining

More information

Managing a Large Multi-Level Listening Class

Managing a Large Multi-Level Listening Class 217 Managing a Large Multi-Level Listening Class Merryn Black Abstract Teaching large multi-level classes effectively is a concern for most teachers. This article will describe the management of a large

More information

DynEd International, Inc.

DynEd International, Inc. General Description: Proficiency Level: Course Description: Computer-based Tools: Teacher Tools: Assessment: Teacher Materials: is a multimedia course for beginning through advanced-level students of spoken

More information

Cambridge English: Proficiency (CPE) Frequently Asked Questions (FAQs)

Cambridge English: Proficiency (CPE) Frequently Asked Questions (FAQs) Cambridge English: Proficiency (CPE) Frequently Asked Questions (FAQs) Is there a wordlist for Cambridge English: Proficiency exams? No. Examinations that are at CEFR Level B2 (independent user), or above

More information

Teacher s Pack h"p://esol.bri.shcouncil.org/teaching5english5work/cleaners8

Teacher s Pack hp://esol.bri.shcouncil.org/teaching5english5work/cleaners8 Cleaners: evaluating performance! Teacher s Pack h"p://esol.bri.shcouncil.org/teaching5english5work/cleaners8 Cleaning: evaluating performance teachers notes Cleaning: evaluating performance Contents Evaluating

More information

Teacher s Pack

Teacher s Pack Shopping Teacher s Pack http://esol.britishcouncil.org/content/teachers/teaching-uk-life/one-to-one-tutoring Shopping: introduction Introduction Money and shopping gives learners the language that they

More information

COURSE WEBSITE Accessed through MIX. The website is an integral part of the course and should be used weekly.

COURSE WEBSITE Accessed through MIX. The website is an integral part of the course and should be used weekly. ESL SPEAKING/LISTENING (ESL 250, sec 001) 3 Credit hours (Pass/Fail) Fall 2005 Time: Tues/Thurs, 1:00-2:15 pm Room: Chitwood 303 Instructor: Helen Huntley Office Tel: 293-3604 ext. 1102 Office: 116 Eiesland

More information

Tips for Working With ELL Students

Tips for Working With ELL Students Session One: Increasing Comprehensibility One goal for every teacher working with ELL students is to increase comprehensibility. In other words, to increase understanding or make course content more intelligible.

More information

Adapting Teaching to Improve Listening Instruction for a Business English Class in Japan.

Adapting Teaching to Improve Listening Instruction for a Business English Class in Japan. Adapting Teaching to Improve Listening Instruction for a Business English Class in Japan. Leon Townsend-Cartwright - January 2014 MA TEFL/TESL Module 1: Language Teaching Methodology & Classroom Research

More information

COMMON ENTRANCE EXAMINATION AT 13+ LISTENING AND SPEAKING INSTRUCTIONS AND REGULATIONS FRENCH, GERMAN AND SPANISH

COMMON ENTRANCE EXAMINATION AT 13+ LISTENING AND SPEAKING INSTRUCTIONS AND REGULATIONS FRENCH, GERMAN AND SPANISH COMMON ENTRANCE EXAMINATION AT 13+ LISTENING AND SPEAKING INSTRUCTIONS AND REGULATIONS FRENCH, GERMAN AND SPANISH 1. Distribution Schools/centres will receive papers and examiner's mark sheets for each

More information

3.1. Communication Skills for Leaders. Course Description: Class Length: Equipment and Supplies: Class Materials: Level III. Army Family Team Building

3.1. Communication Skills for Leaders. Course Description: Class Length: Equipment and Supplies: Class Materials: Level III. Army Family Team Building Level III 3.1 Communication Skills for Leaders Course Description: This class discusses ways to effectively communicate as a leader. The students will assess their communication skills and determine areas

More information

French Language and Culture. Curriculum Framework 2011 2012

French Language and Culture. Curriculum Framework 2011 2012 AP French Language and Culture Curriculum Framework 2011 2012 Contents (click on a topic to jump to that page) Introduction... 3 Structure of the Curriculum Framework...4 Learning Objectives and Achievement

More information

Pasadena City College / ESL Program / Oral Skills Classes / Rubrics (1/10)

Pasadena City College / ESL Program / Oral Skills Classes / Rubrics (1/10) Pronunciation Classes Pasadena City College / ESL Program / Oral Skills Classes / Rubrics (1/10) ESL 246 SLO #1: Students will recognize and begin to produce correct American-English patterns in short

More information

COSMETIC SURGERY UNIT OVERVIEW. Authors Introduction Go to impactseries.com/issues to listen to Joseph s unit introduction.

COSMETIC SURGERY UNIT OVERVIEW. Authors Introduction Go to impactseries.com/issues to listen to Joseph s unit introduction. UNIT 1 COSMETIC SURGERY UNIT OVERVIEW In this unit, students will: T Read and listen to the conversation between Ayu and her mother. Answer open-ended comprehension questions to show understanding of the

More information

GESE Initial steps. Guide for teachers, Grades 1 3. GESE Grade 1 Introduction

GESE Initial steps. Guide for teachers, Grades 1 3. GESE Grade 1 Introduction GESE Initial steps Guide for teachers, Grades 1 3 GESE Grade 1 Introduction cover photos: left and right Martin Dalton, middle Speak! Learning Centre Contents Contents What is Trinity College London?...3

More information

INTERVIEW ENGLISH FOR WORKING PEOPLE Strengths TEACHER S GUIDE

INTERVIEW ENGLISH FOR WORKING PEOPLE Strengths TEACHER S GUIDE INTERVIEW ENGLISH FOR WORKING PEOPLE Strengths TEACHER S GUIDE SOSO TRAINING TEAM 2013 Table of Contents Objectives 3 51Talk Leveling System 4 Beginner 5 Elementary 5 Intermediate 6 Upper Intermediate

More information

Support for Student Literacy

Support for Student Literacy Support for Student Literacy Introduction In today s schools, many students struggle with English language literacy. Some students grow up speaking, reading and/or writing other languages before being

More information

Group 3: Roald Dahl Scheme of work

Group 3: Roald Dahl Scheme of work Group 3: Roald Dahl Scheme of work Week Lesson Functional skills criteria Week 1: Roald Dahl Students will complete a functional skills reading assessment for Entry level 2-Entry level 3. 1. Student assessment

More information

Alignment of the National Standards for Learning Languages with the Common Core State Standards

Alignment of the National Standards for Learning Languages with the Common Core State Standards Alignment of the National with the Common Core State Standards Performance Expectations The Common Core State Standards for English Language Arts (ELA) and Literacy in History/Social Studies, Science,

More information

In this Study Resource for the CertTESOL, we will have a closer look at:

In this Study Resource for the CertTESOL, we will have a closer look at: Trinity Certificate in TESOL Trinity TESOL Study Resource no 6: Lesson Planning When teaching, whether we are working from a course book or designing a lesson from scratch, we need a thorough plan of where

More information

Hot Seat: Student-Generated Interactive Questions and Conversation Activities

Hot Seat: Student-Generated Interactive Questions and Conversation Activities Hot Seat: Student-Generated Interactive Questions and Conversation Activities Overview For students who are eager for more speaking practice, using an interactive, conversational activity like Hot Seat

More information

MAP for Language & International Communication Spanish Language Learning Outcomes by Level

MAP for Language & International Communication Spanish Language Learning Outcomes by Level Novice Abroad I This course is designed for students with little or no prior knowledge of the language. By the end of the course, the successful student will develop a basic foundation in the five skills:

More information

TKT Module 1: Types of activities and tasks for language and skills development Teacher s Notes

TKT Module 1: Types of activities and tasks for language and skills development Teacher s Notes development Teacher s Notes Description This activity begins with a review of teaching terms, then explores the purpose of some typical classroom activities. Participants discuss what approaches different

More information

New National Curriculum 2014 Reading Objectives Year 1

New National Curriculum 2014 Reading Objectives Year 1 New National Curriculum 2014 Reading s Year 1 To make the assessment of reading slightly easier we have split the objectives up into three groups. Guided Reading; these are objectives easily assessed through

More information

Preparing for an ORAL PRESENTATION Advice for students

Preparing for an ORAL PRESENTATION Advice for students Preparing for an ORAL PRESENTATION Advice for students 1. How to prepare a presentation 2. What makes a good talk? / What makes a bad talk? 3. Managing your nerves 4. Dealing with question time 5. Other

More information

Communication and Refusal Skills

Communication and Refusal Skills Lesson 6.2 Communication and Refusal Skills Connecting the Lessons Connects to Lesson 6.6: Puberty and Lesson 6.8: Decision Making and Values. Lesson Goals Demonstrate use of skills for effective communication.

More information

Module 5 - How to Teach Vocabulary

Module 5 - How to Teach Vocabulary Module 5 - How to Teach Vocabulary I. The characteristics of a word... 2 II. Teaching new words... 3 1. Some tips for teaching words... 3 2. Some techniques of teaching words... 3 3. Examples of how to

More information

CAMBRIDGE FIRST CERTIFICATE Listening and Speaking NEW EDITION. Sue O Connell with Louise Hashemi

CAMBRIDGE FIRST CERTIFICATE Listening and Speaking NEW EDITION. Sue O Connell with Louise Hashemi CAMBRIDGE FIRST CERTIFICATE SKILLS Series Editor: Sue O Connell CAMBRIDGE FIRST CERTIFICATE Listening and Speaking NEW EDITION Sue O Connell with Louise Hashemi PUBLISHED BY THE PRESS SYNDICATE OF THE

More information

English Syllabus for Grades 1-4. Desktop/ Files Returned by Experts August 2008 / English cover, content & introduction Grades 1-4 cv2

English Syllabus for Grades 1-4. Desktop/ Files Returned by Experts August 2008 / English cover, content & introduction Grades 1-4 cv2 Desktop/ Files Returned by Experts August 2008 / English cover, content & introduction Grades 1-4 cv2 Table of Contents Rationale... Topic flow charts for Grades 1-4... Minimum Learning Competencies for

More information

Integrated Skills in English (ISE) Guide for Students ISE III (C1) Reading & Writing Speaking & Listening

Integrated Skills in English (ISE) Guide for Students ISE III (C1) Reading & Writing Speaking & Listening Integrated Skills in English (ISE) Guide for Students ISE III (C1) Reading & Writing Speaking & Listening Trinity College London trinitycollege.com Charity number 1014792 Patron HRH The Duke of Kent KG

More information

Lesson Plan for a listening class: Sukita. Vivian Flanzer

Lesson Plan for a listening class: Sukita. Vivian Flanzer Lesson Plan for a listening class: Sukita Vivian a) Class Description: The context for this class is Intermediate Portuguese for American college students. The class lasts fifty utes and meets three times

More information

What Have I Learned In This Class?

What Have I Learned In This Class? xxx Lesson 26 Learning Skills Review What Have I Learned In This Class? Overview: The Learning Skills review focuses on what a learner has learned during Learning Skills. More importantly this lesson gives

More information

5 factor. 6 prioritise

5 factor. 6 prioritise This lesson encourages students to look at the ways people manage their time. It also suggests ways in which they could improve their own time management. Level: Pre-intermediate and above (equivalent

More information

Progress Report Spring 20XX

Progress Report Spring 20XX Progress Report Spring 20XX Client: XX C.A.: 7 years Date of Birth: January 1, 19XX Address: Somewhere Phone 555-555-5555 Referral Source: UUUU Graduate Clinician: XX, B.A. Clinical Faculty: XX, M.S.,

More information

Lesson Plan: Getting a BC Driver s License (CLB 5-6)

Lesson Plan: Getting a BC Driver s License (CLB 5-6) Lesson Plan: Getting a BC Driver s License (CLB 5-6) CLB Outcomes CLB 6-II: Giving Instructions CLB 5-II: Comprehending Instructions CLB 5-II: Reproducing Information Give sequential instructions and directions

More information

A STUDY OF READING COMPREHENSION PROBLEMS IN ENGLISH ENCOUNTERED BY FIRST YEAR STUDENTS OF FACULTY OF VIETNAMESE STUDIES AT HNUE Ho Van Chung, M.A.

A STUDY OF READING COMPREHENSION PROBLEMS IN ENGLISH ENCOUNTERED BY FIRST YEAR STUDENTS OF FACULTY OF VIETNAMESE STUDIES AT HNUE Ho Van Chung, M.A. A STUDY OF READING COMPREHENSION PROBLEMS IN ENGLISH ENCOUNTERED BY FIRST YEAR STUDENTS OF FACULTY OF VIETNAMESE STUDIES AT HNUE Ho Van Chung, M.A. ESP Division INTRODUCTION Four language skills are used

More information

Mystery Clue Game for second grade Social Studies. Susan Wilson. 1. Important Background Information:

Mystery Clue Game for second grade Social Studies. Susan Wilson. 1. Important Background Information: III. Mystery Clue Game for second grade Social Studies Susan Wilson 1. Important Background Information: Activity Title: Mystery Clue Game for Barter and Money Economies Bibliography: Mitgutsch, A. (1985).

More information

Helping English Language Learners Make Sense of Math Word Problems

Helping English Language Learners Make Sense of Math Word Problems Helping English Language Learners Make Sense of Math Word Problems A Lesson with Second Graders Rusty Bresser, Kathy Melanese, and Christine Sphar Featured in Math Solutions Online Newsletter, Fall 2008,

More information

Sentence Blocks. Sentence Focus Activity. Contents

Sentence Blocks. Sentence Focus Activity. Contents Sentence Focus Activity Sentence Blocks Contents Instructions 2.1 Activity Template (Blank) 2.7 Sentence Blocks Q & A 2.8 Sentence Blocks Six Great Tips for Students 2.9 Designed specifically for the Talk

More information

Workplace Communication Skills DVD Instructor s Guide

Workplace Communication Skills DVD Instructor s Guide Overview Workplace Communication Skills DVD Instructor s Guide By JIST PUBLISHING Employers consistently rank communication skills as the most desirable quality in new hires. In a world driven by information

More information

Whitefield Schools and Centre

Whitefield Schools and Centre Whitefield Schools and Centre APPROACHES TO READING Position statement Key elements in teaching reading Learning to read is a complex activity. It may be the most complex subject to teach. It is widely

More information

Accessibility Strategies for Mathematics

Accessibility Strategies for Mathematics Accessibility Strategies for Mathematics "Equity does not mean that every student should receive identical instruction; instead, it demands that reasonable and appropriate accommodations be made as needed

More information

A Guide for Using Big Books in the Classroom

A Guide for Using Big Books in the Classroom Why Big Books? A Guide for Using Big Books in the Classroom There s something spectacular about Big Book versions of good children s books. Neither adults nor children can resist the urge to touch and

More information

Link: University of Canberra http://www.canberra.edu.au/studyskills/learning/oralpres.html#preparing

Link: University of Canberra http://www.canberra.edu.au/studyskills/learning/oralpres.html#preparing 6. Voice, speech and body language: The way you speak, the way you act and the way you move around can be very important to succeed in your presentation. Here you will find some useful advices and links

More information

Magnets. Teacher s Guide. Level C/3. Small Group Reading Lesson Skills Bank Reproducible Activities

Magnets. Teacher s Guide. Level C/3. Small Group Reading Lesson Skills Bank Reproducible Activities Level C/3 Science Teacher s Guide Skills & Strategies Anchor Comprehension Strategies Identify Cause and Effect Summarize Information Phonemic Awareness Listening for words with /i/ Phonics Short i Concepts

More information

Vocabulary and Its Importance in Language Learning

Vocabulary and Its Importance in Language Learning 1 Vocabulary and Its Importance in Language Learning This book is about vocabulary teaching, but it is necessary first to establish what vocabulary means to focus on teaching it. This introductory chapter

More information

JALT 2004 NARA. Conversation practice mainly involves two skills, speaking and listening. Language Learning for Life. Teaching. Listening and Speaking

JALT 2004 NARA. Conversation practice mainly involves two skills, speaking and listening. Language Learning for Life. Teaching. Listening and Speaking Teaching Listening and Speaking Simultaneously JALT 2004 NARA Language Learning for Life Stephen Petrucione Osaka Institute of Technology Stephen M. Ryan Eichi (Sapientia) University Reference Data: Petrucione,

More information

ENGLISH FILE Intermediate

ENGLISH FILE Intermediate Karen Ludlow New ENGLISH FILE Intermediate and the Common European Framework of Reference 2 INTRODUCTION What is this booklet for? The aim of this booklet is to give a clear and simple introduction to

More information

Cambridge English: First (FCE) Frequently Asked Questions (FAQs)

Cambridge English: First (FCE) Frequently Asked Questions (FAQs) Cambridge English: First (FCE) Frequently Asked Questions (FAQs) Is there a wordlist for Cambridge English: First exams? No. Examinations that are at CEFR Level B2 (independent user), or above such as

More information